GCSE
History A
91402B Britain, 1815–1851
Specimen Mark Scheme for June 2015 examinations
9140
Version: 1.0
Mark schemes are prepared by the Lead Assessment Writer and considered, together with the
relevant questions, by a panel of subject teachers. This mark scheme includes any amendments
made at the standardisation events which all associates participate in and is the scheme which was
used by them in this examination. The standardisation process ensures that the mark scheme covers
the students’ responses to questions and that every associate understands and applies it in the same
correct way. As preparation for standardisation each associate analyses a number of students’
scripts: alternative answers not already covered by the mark scheme are discussed and legislated for.
If, after the standardisation process, associates encounter unusual answers which have not been
raised they are required to refer these to the Lead Assessment Writer.
It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular
examination paper.
Further copies of this Mark Scheme are available from aqa.org.uk
Copyright © 2013 AQA and its licensors. All rights reserved.
AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this
booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any
material that is acknowledged to a third party even for internal use within the centre.
MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
GENERAL CERTIFICATE OF SECONDARY EDUCATION
HISTORY SPECIFICATION A
A
Introduction

Consistency of Marking
Consistency of marking is of the essence in all public examinations. This factor is particularly
important in a subject like History which offers a choice of specifications and a choice of
options within them. It is therefore of vital importance that assistant examiners apply this
marking scheme as directed by the Principal Examiner in order to facilitate comparability with
the marking of all the other History specifications and options offered by the AQA.

Subject Content
The revised specification addresses subject content through the identification of ‘key
questions’ which focus on important historical issues. These ‘key questions’ give emphasis to
the view that History is concerned with the analysis of historical problems and issues, the
study of which encourages all candidates, but particularly the more able, to make judgements
grounded in evidence and information.

The Assessment Objectives (AOs)
Assessment Objectives
AO1
Recall, select and communicate their knowledge and understanding of history
Demonstrate their understanding of the past through explanation and analysis of:

key concepts: causation, consequence, continuity, change and
significance within an historical context

key features and characteristics of the periods studied and the
relationship between them
AO2
Understand, analyse and evaluate:
AO3


a range of source material as part of an historical enquiry

how aspects of the past have been interpreted and represented in
different ways as part of an historical enquiry
Levels of Response Marking Schemes
The mark scheme which follows is of the ‘levels of response’ type showing that candidates are
expected to demonstrate their mastery of historical skills in the context of their knowledge and
understanding of History. All candidates take a common examination paper – there is no
tiering. Consequently, it is reasonable to expect to encounter the full range of attainment and
this marking scheme has been designed to differentiate candidates’ attainment by outcome
and to reward positively what the candidates know, understand and can do.
Before scrutinising and applying the detail of the specific mark scheme which follows, assistant
examiners are required to familiarise themselves with the instructions and guidance on the
general principles to apply in determining into which level of response an answer should fall
and in deciding on a mark within that particular level.
Good examining is, ultimately, about the consistent application of judgement. This mark
scheme provides the necessary framework for exercising that judgement but it cannot cover all
eventualities. This is especially so in a subject like History, which in part relies upon different
interpretations and different emphases given to the same content.
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
B
Question targets and Levels of response

Question targets
The mark scheme for each question is prefaced by an assessment objective ‘target’. This is an
indication of the skill which it is expected candidates will use in answering the question and is
directly based on the relevant assessment objectives. However, it does not mean that other
answers which have merit will not be rewarded.

Identification of Levels of response
There are several ways in which any question can be answered – in a simple way by less able
candidates and in more sophisticated ways by candidates of greater ability. In the marking
scheme different types of answers will be identified and will be arranged in a series of levels of
response.
Levels of response have been identified on the basis that the full range of candidates entered for
the GCSE examination will be able to respond positively. Each ‘level’ therefore represents a
stage in the development of the candidate’s quality of thinking, and, as such, recognition by the
assistant examiner of the relative differences between each level descriptor is of paramount
importance.

Placing an answer within a Level
When marking each part of each question, examiners must first place the answer in a particular
level and then, and only then, decide on the actual mark within the level, which should be
recorded in the margin. The level of response attained should also be indicated at the end of
each answer. In most cases, it will be helpful to annotate the answer by noting in the margin
where a particular level has been reached, eg Level 1 may have been reached on line 1, L3 on
line 5 and L1 again on line 7. When the whole answer has been read and annotated in this way,
the highest of the Levels clearly attained and sustained should be awarded. Remember that it
is often possible to reach the highest level without going through the lower levels. Marks are not
cumulative for any question. There should be no ‘totting up’ of points made which are then
converted into marks. Examiners should feel free to comment on part of any answer if it explains
why a particular level has been awarded rather than one lower or higher. Such comments can be
of assistance when the script is looked at later in the awarding process.
If an answer seems to fit into two or more levels, award the higher or highest level.

What is a sustained response?
By a sustained response, we mean that the candidate has applied the appropriate level of
thought to the particular issues in the sub-question.
A response does not necessarily have to be sustained throughout the whole answer, but an
answer in which merely a few words seem to show a fleeting recognition of historical complexity
is not sufficient to attain a higher level.
In some cases, as you read an answer to a sub-question, it will be clear that particular levels
have been reached at certain points in the answer. If so, remember to identify them in the margin
as you proceed. At the end of the sub-question, award the highest level that has been sustained.
In other cases you may reach the end of the sub-question without having been able to pinpoint a
level. In such cases, simply record the level awarded at the end of the sub-question.
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
C
Deciding on marks within a level
A particular level of response may cover a range of marks. Therefore, in making a decision about
a specific mark to award, it is vitally important to think first of the lower/lowest mark within the
level.
In giving more credit with the level, examiners should ask themselves several questions relating
to candidate attainment. The more positive the answers, the higher should be the mark awarded.
We want to avoid ‘bunching’ of marks. Levels mark schemes can produce regression to the
mean, which should be avoided. At all times, therefore, examiners should be prepared to use the
full range of marks available for a particular level and for a particular question. Remember –
mark positively at all times.
Consider whether the answer is:


precise in its use of supporting factual information

appropriately detailed

factually accurate

appropriately balanced, or markedly better in some areas than in others

set in the historical context as appropriate to the question

displaying appropriate quality of written communication skills
Note about indicative content
The mark scheme provides examples of historical content (indicative content) which
candidates may deploy in support of an answer within a particular level. Do bear in mind that
these are only examples; exhaustive lists of content are not provided so examiners might expect
some candidates to deploy alternative information to support their answers.
This indicative content must not however determine the level into which an answer is placed; the
candidate’s level of critical thinking determines this. Remember that the number of points
made by a candidate may be taken into account only after a decision has been taken about the
quality (level) of the response.

Some things to remember
Mark positively at all times.
Do not be afraid to award maximum marks within a level where it is possible to do so. Do not fail
to give a maximum mark to an appropriate answer because you can think of something (or the
marking scheme indicates something) that might be included but which is missing from the
particular response.
Do not think in terms of a model answer to the question. Every question should be marked on its
merits.
As a general rule, give credit for what is accurate, correct or valid.
Obviously, errors can be given no credit but, at the same time, the existence of an error should
not prejudice you against the rest of what could be a perfectly valid answer.
It is important, therefore, to use the full range of marks where appropriate.
Do not use half marks.
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
D
Some practical points

Answers in note form
Answers in note form to any question should be credited in so far as the candidate’s meaning
is communicated. You must not try to read things into what has been written.

Diagrams, etc
Credit should be given for information provided by the candidates in diagrams, tables, maps
etc, provided that it has not already been credited in another form.

Answers which run on to another sub-section
If a candidate starts to answer the next sub-section in an earlier one, by simply running the
answer on, give credit for that material in the appropriate sub-section.

Answers which do not fit the marking scheme
Inevitably, some answers will not fit the marking scheme but may legitimately be seen as
worthy of credit. Assess such answers in terms of the difficulty/sophistication of the thought
involved. If it is believed that the ‘thought level’ equates with one of the levels in the marking
scheme, award it a corresponding mark.
Make sure you identify such cases with an A (for alternative) in your sub-total, eg as B2A/3.
Also write a brief comment to explain why this alternative has been awarded.
If in doubt, always telephone your Team Leader for advice.

The Final Mark Scheme
The final mark scheme will be decided at the standardising meeting after full discussion of
both the mark scheme and the scripts selected by the Principal Examiner for marking at the
standardising meeting. At all stages, care will be taken to ensure that all candidates are
treated fairly and rewarded for their positive achievements on the paper.

Post Standardising meeting
After the examiners’ standardising meeting, examiners may encounter answers which do not
fit the agreed mark scheme but which are worthy of credit. These should be discussed with the
Team Leader over the telephone. Such answers should be assessed in terms of the
difficulty/sophistication of the thought involved. If it is believed that the ‘thought level’ equates
with one of the levels in the mark scheme, it must be awarded a corresponding mark, with a
brief note provided on the script to explain why.
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
E
Assessment of Spelling, Punctuation and Grammar
Spelling, punctuation and grammar will be assessed via questions 2(c) and 3(c).
Four marks will be allocated for Spelling, Punctuation and Grammar in this question.
The performance descriptions are provided below.
High performance
4 marks
Candidates spell, punctuate and use the rules of grammar with consistent accuracy and
effective control of meaning in the context of the demands of the question. Where required,
they use a wide range of specialist terms adeptly and with precision.
Intermediate performance
2-3 marks
Candidates spell, punctuate and use the rules of grammar with considerable accuracy and
general control of meaning in the context of the demands of the question. Where required,
they use a good range of specialist terms with facility.
Threshold performance
1 mark
Candidates spell, punctuate and use the rules of grammar with reasonable accuracy in the
context of the demands of the question. Any errors do not hinder meaning in the response.
Where required, they use a limited range of specialist terms appropriately.
The marks allocated for Spelling, Punctuation and Grammar will achieve a total
weighting of 5% of the total marks for the qualification.
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
91402B
Britain 1815-1851
Section A
Social Reform
Question 1
(a)
What do Sources A and B suggest about the cotton industry?
Target:
Level 1:
Level 2:
Level 3:
4
Comprehension and inference from historical sources (AO3: 4 marks)
Candidates either submit no evidence or fail to address the question
0
Answers that select details from the sources
eg in Source A two women are making cotton thread while a child is stirring food over
the fire. The old lady looks tired and sad. There is not a lot of furniture but it looks
clean
1
Answers that draw a simple inference from the source
eg in both Sources A and B people are working from home. In Source A women are
working at home making cotton thread. The tools they use are simple and handpowered. Output would be limited
Answers that develop a complex inference from the sources
eg The picture shows the females are from three different generations and everyone
is employed. The child here is cooking but as Defoe says in Source B they did jobs in
textiles too. There are no men in this picture. The cottage has little furniture so the
family are probably poor. Output would be low so they wouldn’t make much money.
2-3
4
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
(b)
What different impression of the cotton industry is suggested by Sources C and D?
Explain your answer using Sources A, B, C and D.
Target:
Comprehension and inference from historical sources (AO2: 2 marks and AO3:
4 marks)
Candidates either submit no evidence or fail to address the question
Level 1:
Level 2:
Level 3:
6
0
Answers that select details from sources C and/or D
eg Source B (i) shows that cotton spinning is happening in factories with big
machinery.
1-2
Answers that provide a simple comparison based on the details of the sources
eg the impression in Source A is that people may be poor but they are quite happy
and peaceful and have a job. In Source C, however, life in the factory is hard and
dangerous. Everyone looks exhausted except the factory owner and children are
doing dangerous things and could get hurt.
OR
Answers that use the sources but provide an inference
eg in Source A there are simple machines and the family are working together in their
own home, but in C workers are in a factory and the machines have power from
water or steam and are driven by belts and pulleys.
3-4
Answers that develop an understanding or draw an inference about a view
based on the details of the sources
eg children’s lives seem to be different. In Source A the impression is quite a positive
one with the family working together and making a modest living. They work at their
own pace on hand controlled machines. They may work long hours but they don’t
seem too tired. Everyone is employed even children from the age of 4 who don’t
seem to get any education. Source C shows a powered textile factory where the
children working are exhausted and have to keep up with the machines. The
evidence in Source D says they worked 16 hours a day and got hurt and deformed.
Life seems very hard in 1840 but the owners didn’t care and made a good profit for
themselves. The owners lived and dressed well as the picture shows.
5-6
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
(c)
Why do you think Sources A and B show a different impression to Sources C and D?
Explain your answers using Sources A, B, C and D and your knowledge.
Target:
Deduction and understanding of the different ideas and attitudes and how they
might be related to different circumstances (AO1: 2 marks, AO2: 2 marks and
AO3: 4 marks)
Candidates either submit no evidence or fail to address the question
Level 1:
Level 2:
Level 3:
Level 4:
8
0
Answers that select details from sources
OR answers that say how the sources are different
eg they are different because A is about a woman at home using a spinning wheel
but C is a factory.
The answer demonstrates simple understanding of the rules of spelling, punctuation
and grammar. It is generally coherent but basic in development.
1-2
Answers based on simple reasoning based on differences in author, audience,
time or place
eg Source C is a picture of what was happening in 1840 but back in 1814 things were
done more simply.
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a clear
and effective manner.
3-4
Answers based on developed reasoning based on differences in author,
audience, time or place
Answers will probably be based on how the authors acquired information or their
intentions in writing eg Source C was an illustration for a novel and was no doubt
drawn to show an event that would get an emotional response from readers. Novels
are made up stories and so things may have been exaggerated including the picture
to make things more interesting. On the other hand, the picture might be accurate
because the author did go on fact finding journeys to Manchester and Bradford so
she was obviously interested in the truth. Trollope may, however have been trying to
get people at the time to take an interest in factory reform and so made things look
bad for children. She was certainly accused of making workers hate their bosses at
the time.
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style of
writing. Some specialist vocabulary is used.
5-6
Answers that develop out of level 3 and provide some explanation of the links
between reasons for the sources differences
eg Source A is a painting. It agrees with Defoe (Source B) about the whole family
working. It might be a slightly romantic or idealised picture perhaps for decorative
purposes. Source C is from a novel and might similarly be exaggerated for effect,
th
though as the testimony of the worker shows conditions were cruel in 19 Century
factories. This picture could simply illustrate a story, but it could also be propaganda
for factory reform. The campaign for reform was very active between 1832 and 1850
with Parliamentary Commissions of enquiry (like Source D) taking place and
legislation being supported and opposed. Reformers like Oastler and Shaftesbury
were keen to have the public on their side. Workers rarely read books at this time but
this illustration was in an affordable part-work and might motivate workers and others
to action.
The answer demonstrates highly developed/ complex understanding of the rules of
spelling, punctuation and grammar. It is well structured, with an appropriate form and
style of writing. Specialist vocabulary is used effectively.
7-8
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
(d)
How useful is Source E for understanding the living conditions of factory workers in the
nineteenth century?
Explain your answer using Source E and your knowledge.
Target:
An evaluation of utility (AO1: 2 marks, AO2: 2 marks and AO3: 4 marks)
Candidates either submit no evidence or fail to address the question
Level 1:
8
Answers that assert a source(s) are useful or not because they tell us
something about living conditions of factory workers in the 19 century
Answers may select details from the sources to support the answer.
eg Source E is useful because it shows lots of poor people crowded into houses that
are squashed together. There is a lot of smoke pollution that they have to breathe.
0
1-2
The answer demonstrates simple understanding of the rules of spelling, punctuation
and grammar. It is generally coherent but basic in development.
Level 2:
Answers that explain that one source is useful or not because of its
provenance in relation to working class living conditions
eg Source E is useful because it was drawn by a skilful artist who was detailed and
accurate. Doré made frequent visits to London so he could observe. I know industrial
towns did have unsanitary overcrowded houses for workers built around factories
with no open spaces as Doré shows.
OR
Answers that explain that Source E is useful or not through an understanding
of its content in relation to working class living conditions
th
eg Source E is useful because it shows how overcrowded and unsanitary 19
Century industrial housing was. Houses were built close to factories with no proper
toilets or water supply. Communal water and toilets in the streets were used by many
and often led to diseases like cholera breaking out.
3-4
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a clear
and effective manner.
Level 3:
Answers that appreciate and explain the value of the source because of its
provenance and an understanding of its content in relation to the working class
living conditions
Source E is useful because it was drawn by a skilful artist who made frequent visits to
London and should know his subject well. We don’t know, however, why he drew this
picture and being French he may not have fully understood English life in cities.
Maybe he was doing this picture to make an effect or for propaganda purposes.
th
Certainly industrial housing was overcrowded in the early 19 century. and there was
water and air pollution leading to disease. We can see a lot of that in the picture.
5-6
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style of
writing. Some specialist vocabulary is used.
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
Level 4:
Answers that develop out of level 3 and evaluate the relative importance, or
relationship, of provenance and content or consider the source in the context
of other relevant sources
eg it doesn’t show us all the difficulties working people experienced, it’s a snapshot
that indicates some of them like overcrowding and air pollution. Bad conditions
however, are backed up by reports like that of Edwin Chadwick and the statistics we
have for cholera outbreaks after 1830 indicate a lot of unhealthy living for the working
class at that time adding weight to what we see. Doré was something of a social
commentator in his time and he was generally detailed and accurate, but we don’t
know why this picture was done or if it is entirely representative of all English towns
or even of London.
7-8
The answer demonstrates highly developed/complex understanding of the rules of
spelling, punctuation and grammar. It is well structured, with an appropriate form and
style of writing. Specialist vocabulary is used effectively.
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
(e)
Why was it so difficult to improve living conditions and working conditions before 1851?
Target:
Explanation of an historical problem, issue or threat (AO1 and AO2 5+5 marks)
Candidates either submit no evidence or fail to address the question
Level 1:
10
Answers that provide general statements, describe single factors or factual
details of living and working conditions before 1851
eg the children had to work in factories and down the mines for 12 or more hours a
day. Mill owners built cheap houses for workers without toilets.
0
1-2
The answer demonstrates simple understanding of the rules of spelling, punctuation
and grammar. It is generally coherent but basic in development.
Level 2:
Answers that comment briefly on several factors, to do with the difficulties of
improving living and working conditions before 1851
eg parliament was very slow to pass legislation and mill owners often found ways
around new laws. Factory houses were built by mill owners who didn’t want to pay
much and there were no rules about toilets or clean water.
OR
Answers that identify and explain one factor, in depth to do with the difficulties
of improving living and working conditions before 1851
eg parliament was very slow to accept responsibility for protecting people at work.
They believed in laissez-faire and thought it was up to owners and bosses to agree
conditions. If a worker didn’t like it they were free to leave. Owners had a lot of
influence in Parliament, especially after 1832 and reformers like Oastler and
Shaftesbury found it hard to achieve change.
3-5
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a clear
and effective manner.
Level 3:
Answers that recognise and explain several factors to do with the difficulties of
improving living and working conditions before 1851 in specific detail
eg workers lives did not improve quickly because Parliament was slow to accept
responsibility and pass laws. Governments believed in laissez-faire. Factory Acts in
1802 and 1819 tried to help some children but were largely ineffective. However at
least they were an admission that the government should be involved in regulating
working conditions and the later acts achieved more. The 1842 Mines Act is a good
example of laws that helped children. The 1844 Factory Act and the 1847 Ten Hours
Act cut the hours that children could work. It was fine to legislate, but before
Parliament did, it needed information. It required investigations and Commons
committees to investigate the facts. There were only a few individuals who showed
an interest such as Lord Shaftesbury and Michael Sadler. Improvements to housing
were held up by lack of laws and inadequate technology. Proper sewage disposal
needed the development of good pipes.
6-8
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style of
writing. Some specialist vocabulary is used.
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
Level 4:
Answers that develop out of level 3 and evaluate the relative importance of
individual factors or come to a summary assessment about the factors
involved or provide details of the links between factors
eg all factors needed to come together to make significant improvement to the
working and living conditions of the working class, but the most important was the
willingness of national and local government to accept responsibility and make things
happen. They needed to take on vested interests and lead on the setting of standards
for working hours, minimum building standards and safety at work. This would require
the raising of taxation and might be unpopular.
9-10
The answer demonstrates highly developed/complex understanding of the rules of
spelling, punctuation and grammar. It is well structured, with an appropriate form and
style of writing. Specialist vocabulary is used effectively.
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
EITHER
Section B
The Railways
Question 2
(a)
Why was George Stephenson important?
Target:
Understanding of the key features of the period (AO1 & AO2 2 + 2 marks)
Candidates either submit no evidence or fail to address the question
Level 1:
Level 2:
4
0
Explanation shows recognition and simple understanding of the key feature
mentioned in the question
Answers will show simple recognition of George Stephenson
eg George Stephenson built the first modern railways. He built locomotives
1-2
Explanation shows understanding in a broader context of the period
Answers will show knowledge of some distinctive features of George
Stephenson
eg Stephenson was a locomotive builder and railway developer. He built some of the
first reliable locomotives like the Rocket that won the Rainhill Trials in 1825.
Stephenson was a railway pioneer and he designed the Liverpool to Manchester
Railway which was the first public railway powered by steam locomotives. In building
it he showed how cuttings, viaducts and other technical problems could be solved
and he set the pattern for railway building that developed into a national system.
3-4
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
(b)
Using Source F and your knowledge, explain why there was opposition to railways in the early
nineteenth century.
Target:
Understanding of the key features of the period (AO1: 3, AO2: 3 marks and
AO3: 2 marks)
Candidates either submit no evidence or fail to address the question
Level 1:
8
Discusses the source only
OR
Describes the lack of law and order
eg people were afraid of the speed of the railways and thought passengers might die.
There were accidents when trains hit people or cows.
0
1-2
The answer demonstrates simple understanding of the rules of spelling, punctuation
and grammar. It is generally coherent but basic in development.
Level 2:
Considers a singular cause (probably based upon the quotation offered) and/or
mentions other aspects related to opposition to the railways
eg canal companies and those in the stagecoach business opposed railways as they
would take away business. Farmers thought crops would be polluted or animals
frightened and the rich didn’t like the idea of the poor travelling.
3-5
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a clear
and effective manner.
Level 3:
Explains more than one cause related to opposition to the railways. At this
level responses will explain more than one or two aspects apart from those
suggested in the quotation
eg railways offered reasonable, cheap and efficient transport for both goods and
people and as such it was a threat to both canal companies and those involved in
coaching. With businesses and profits threatened owners in both these concerns
opposed the railways. Landowners often opposed railways where they thought they
would disturb their estates or allow the working class to travel and improve
themselves. Some farmers believed cattle would be affected by locomotives and stop
giving milk, or chickens might stop laying, then there were accidents like the death of
William Huskissin MP in a rail accident at the opening of the Liverpool and
Manchester railway. His was a high profile death.
6-8
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style of
writing. Some specialist vocabulary is used.
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
(c)
‘The most important result of the development of railways was the economic benefits they
brought.’
12
How far do you agree with this interpretation? Explain your answer.
Target:
Understanding, analysis and evaluation of an interpretation (AO1 = 2 marks,
AO2 = 2 marks and AO3 = 8 marks)
Candidates either submit no evidence or fail to address the question
Level 1:
Simple descriptive comment or comments about the interpretation.
eg I agree because the railways created new towns. Jobs were created by the
railways.
0
1-2
The answer demonstrates simple understanding of the rules of spelling, punctuation
and grammar. It is generally coherent but basic in development.
Level 2:
Identifies or describes different ways in which the issue has been interpreted
eg there were many other benefits such as the fact people could have holidays.
People’s diets changed. A lot more iron, coal and wood was needed for the railways.
OR
Answers that explain one interpretation demonstrating some depth of
knowledge and understanding and /or explain how the interpretation came
about
May explain the interpretation on the basis of analysis of:
eg direct effect on industry – eg production of coal, iron, steel, bricks etc
employment opportunities
trade / commerce
effects on canal companies
social effects – mobility / communication / newspapers
leisure / holidays
urban development / new towns
political effects – law and order
Railway Act / state regulation
May explain how interpretation came about on basis of:
eg economic measures – growth / output figures / employment statistics
contemporary opinion may have been impressed by novelty / technology
contemporary critics may have played down benefits
contemporary supporters may have exaggerated effects
different cultural perspectives
depictions in art, literature etc
3-6
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a clear
and effective manner.
Level 3:
Answers that explain more than one interpretation in depth.
Answers will provide some evaluation of the history on which the
interpretations are based and may assess the validity of the interpretations and
/ or explain how the interpretation came about
7-10
Will explain more than one interpretation as above
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style of
writing. Some specialist vocabulary is used.
Level 4:
Analyses how and why different interpretations have come about.
An analytical answer which clearly links interpretations and/or reaches a
supported judgement about the validity of the interpretations through the use
of historical evidence and/or context. Answers will emerge out of level 3.
eg looking at the economic data it is difficult to challenge this interpretation. The
economic benefits brought by the railways were considerable. They helped develop
heavy and manufacturing industries. This in turn created more jobs for people in the
service sector. Railways also enabled manufacturers to transport goods more
cheaply which meant that people could buy these products more cheaply and living
standards rose. However, looking at contemporary opinion it is the social and cultural
impact of the railways that is most striking - the revolution in technology and the scale
of the engineering that accompanied the railways captured the imagination of some
and the danger and upheaval appalled others.
11-12
The answer demonstrates highly developed/complex understanding of the rules of
spelling, punctuation and grammar. It is well structured, with an appropriate form and
style of writing. Specialist vocabulary is used effectively.
SPaG
Spelling, Punctuation and Grammar
(4 marks)
Threshold performance
Candidates spell, punctuate and use the rules of grammar with reasonable accuracy
in the context of the demands of the question. Any errors do not hinder meaning in
the response. Where required, they use a limited range of specialist terms
appropriately.
Intermediate performance
Candidates spell, punctuate and use the rules of grammar with considerable
accuracy and general control of meaning in the context of the demands of the
question. Where required, they use a good range of specialist terms with facility.
High performance
Candidates spell, punctuate and use the rules of grammar with consistent accuracy
and effective control of meaning in the context of the demands of the question.
Where required, they use a wide range of specialist terms adeptly and with precision.
1
2-3
4
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
OR
Section B
The Chartist Movement
Question 3
(a)
Why was Feargus O’Connor important?
Target:
Understanding of the key features of the period (AO1 & AO2 2+2 marks)
Candidates either submit no evidence or fail to address the question
Level 1:
Level 2:
4
0
Explanation shows recognition and simple understanding of the key feature
mentioned in the question
Answers will show simple recognition of Feargus O’Connor eg the Chartists were led
by Feargus O’Connor. He organised demonstrations and set up a newspaper.
1-2
Explanation shows understanding in a broader context of the period
Answers will show knowledge of some distinctive aspects of the role of Feargus
O’Connor eg Feargus O’Connor was a Chartist leader who disagreed with William
Lovett and advocated more direct action and even violent demonstration to get the
Charter. He was a skilful speaker and used his newspaper the ‘Northern Star’ to
spread his ideas. He first suggested physical force at a meeting at Kersal Moor where
police spies heard him address the 50,000 spectators and reported him. He ended up
in prison, but often others had organised the actual riots that happened.
3-4
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
(b)
Using Source G and your knowledge, explain how the Chartists tried to get Parliament to give
the vote to the working classes before 1851.
Target:
Understanding of the key features (AO1: 3 marks, AO2: 3 marks and AO3: 2
marks)
Candidates either submit no evidence or fail to address the question
Level 1:
8
Discusses the source only
OR
Describes Chartist methods and actions
eg the Chartists had a charter. They had six points. They wanted a vote for everyone
over 21.
0
1-2
The answer demonstrates simple understanding of the rules of spelling, punctuation
and grammar. It is generally coherent but basic in development.
Level 2:
Considers a singular aspect and/or mentions other aspects related to Chartist
methods and actions
eg the Chartists sent in petitions to try to persuade Parliament to introduce more
reforms. There were three petitions. The first was three miles long and contained
1,280,000 signatures. The Commons refused to consider it. The second petition in
1842 was also rejected by Parliament.
3-5
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a clear
and effective manner.
Level 3:
Explains more than one aspect related to Chartist methods and actions
At this level responses will explain more than one or two aspects apart from those
suggested in the quotation eg the Chartists wrote a newspaper called the ‘Northern
Star’. It was owned and run by Feargus O’Connor. He also proposed violent ways of
making Parliament grant reforms to the franchise. This idea took shape in the
Newport Rising led by John Frost in 1839. The most frequent way the Chartists tried
to bring about change was through petitions. They all failed and the final one
discredited them because it contained made up names. The Chartists also tried to
achieve greater social equality through land reform.
6-8
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style of
writing. Some specialist vocabulary is used.
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MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
(c)
‘It was Chartist violence that brought about the failure of Chartism.’
How far do you agree with this interpretation of how important the use of Chartist violence was in
bringing about the failure of Chartism by 1851? Explain your answer.
Target:
Understanding, analysis and evaluation of an interpretation (AO1: 2 marks,
AO2: 2 marks and AO3: 8 marks)
Candidates either submit no evidence or fail to address the question
Level 1:
12
Simple descriptive comment or comments about the interpretation.
eg I agree with the interpretation because Chartist violence gave the government the
excuse to use their power.
0
1-2
The answer demonstrates simple understanding of the rules of spelling, punctuation
and grammar. It is generally coherent but basic in development.
Level 2:
Identifies or describes different ways in which the issue has been interpreted
eg I disagree with the interpretation because the unrealistic demands brought about
their downfall. The splits in the leadership weakened the Chartists. The upturn of the
economy meant that Chartist support declined.
OR
Answers that explain one interpretation demonstrating some depth of
knowledge and understanding and /or explain how the interpretation came
about
May explain the interpretation on the basis of analysis of:
eg Chartist protests eg Birmingham, Newport, Plug strikes
leadership and organisation
reaction by authorities
Chartist aims
Petitions
economic conditions
Land Plan
May explain how interpretation came about on basis of:
eg different Chartist views – eg O’Connor and Physical Force; Lovett and Moral
Persuasion
contemporary reporting and depictions – eg Punch
Northern Star, Chartist rhetoric
political reactions
different class viewpoints
regional differences etc
3-6
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a clear
and effective manner.
Level 3:
Answers that explain more than one interpretation in depth.
Answers will provide some evaluation of the history on which the
interpretations are based and may assess the validity of the interpretations and
/ or explain how the interpretation came about
7-10
Will explain more than one interpretation as above
21 of 22
MARK SCHEME – GCSE HISTORY A – 91402B – SPECIMEN FOR JUNE 2015 EXAMINATIONS
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style of
writing. Some specialist vocabulary is used.
Level 4:
Analyses how and why different interpretations have come about.
An analytical answer which clearly links interpretations and/or reaches a
supported judgement about the validity of the interpretations through the use
of historical evidence and/or context. Answers will emerge out of level 3.
eg The interpretation is partially correct. Violence undoubtedly lost the Chartists
moderate support and made the government more determined than ever to resist
change. The way that Chartist violence was reported and the way moderate Chartists
like Lovett criticised it at the time, undoubtedly contributed to this viewpoint. However,
Chartism was strongest in times of economic downturn and in areas where
technology threatened livelihoods – analysis of economic data suggests that the state
of the economy mattered more to the movement’s rise and eventual fall.
11-12
The answer demonstrates highly developed/complex understanding of the rules of
spelling, punctuation and grammar. It is well structured, with an appropriate form and
style of writing. Specialist vocabulary is used effectively.
SPaG
Spelling, Punctuation and Grammar
(4 marks)
Threshold performance
Candidates spell, punctuate and use the rules of grammar with reasonable accuracy
in the context of the demands of the question. Any errors do not hinder meaning in
the response. Where required, they use a limited range of specialist terms
appropriately.
Intermediate performance
Candidates spell, punctuate and use the rules of grammar with considerable
accuracy and general control of meaning in the context of the demands of the
question. Where required, they use a good range of specialist terms with facility.
High performance
Candidates spell, punctuate and use the rules of grammar with consistent accuracy
and effective control of meaning in the context of the demands of the question.
Where required, they use a wide range of specialist terms adeptly and with precision.
1
2-3
4
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